Transformations of the Adventure in Novels, Novellas and Dramas of the Early 20th Century (Mann, Musil, Hofmannsthal, Schnitzler)

该项目旨在通过关注德国小说来阐明现代文学中冒险的叙事和经验模式的意义，这些小说要么已经成为成长小说类型的典范，要么证明了与传统的激烈对话。虽然Bildung的叙述通常被认为是对冒险的批评，但这个项目从观察到这种关系是矛盾的，并且以排斥和吸引为标志。在第一个资助期专门研究歌德的《威廉·梅斯特的教育》和凯勒的《绿色的海因里希》的基础上，第二个资助期将研究托马斯·曼的《Zauberberg》和罗伯特·穆西尔的《Der Mann ohne Eigenschaften》中的冒险问题。歌德和凯勒对冒险作为叙事模式和故事类型感兴趣，而曼和穆齐尔对冒险的迷恋与第一次世界大战密不可分。在他们的小说中，冒险是一种体验模式（“Erlebnis”），是一种反资产阶级生活方式的缩影。他们试图理解在1914年所谓的“Augusterlebnis”的兴奋中出现的冒险欲望。与此同时，他们与成长小说进行对话，在他们看来，成长小说并不代表冒险的反叙事。相反，他们将自己的小说与这一体裁的传统联系起来，正是在某种程度上，教化的叙事与冒险的概念是相容的。该项目将特别关注曼恩和穆西尔对暴力和冒险之间关系的分析，回归的过程和这些冒险的叙事表现所涉及的违法动态，以及它们的社会，文化和心理前提条件和影响。此外，该项目将沿着一条小路，探索世纪末和战前关于冒险和冒险家的话语，重点关注霍夫曼斯塔尔和施尼茨勒的戏剧和中篇小说，这些小说是基于典范的冒险家卡萨诺瓦的回忆录。就像战争作为一种冒险的“Erlebnis”的意识形态一样，战前关于冒险的话语受到当代生活哲学的强烈影响。正是由于这种共同的哲学基础，它可以作为一个陪衬，突出了冒险的概念在第一次世界大战之后经历的根本性转变。

The project intends to illuminate the significance of the narrative and experiential pattern of adventure in modern literature by focussing on German novels which either have become paradigms of the genre of the Bildungsroman or testify to an intense dialogue with its tradition. While the narrative of Bildung is generally considered to be a critique of the adventure, this project starts out from the observation that the relation is ambivalent and marked by repulsion as well as attraction. On the basis of the research of the first funding period which was devoted to Goethe’s "Wilhelm Meisters Lehrjahre" and Keller’s "Der grüne Heinrich", the second funding period will address the question of adventure in Thomas Mann’s "Der Zauberberg" and Robert Musil’s "Der Mann ohne Eigenschaften". Whereas Goethe and Keller are interested in adventure as narrative pattern and genre of storytelling, Mann’s and Musil’s fascination with adventure is inseparable from the First World War. What is at stake in their novels is adventure as a mode of experience ('Erlebnis') and as epitome of an anti-bourgeois way of life. They seek to understand the desire for adventure which surfaced in the euphoria of the so-called 'Augusterlebnis' of 1914. At the same time, they engage in a dialogue with the genre of the Bildungsroman which, in their view, does not represent a counternarrative to adventure. Rather, they connect their own novels to the tradition of this genre precisely to the extent that the narrative of Bildung is compatible with the notion of adventure. The project will pay particular attention to Mann’s and Musil’s analyses of the relation between violence and amorous adventures, to the processes of regression and the dynamics of transgression which the narrative representation of these adventures involve, and to their social, cultural and psychological preconditions and implications. In addition, the project will follow a byway and explore the fin de siècle and pre-war discourse on adventures and adventurers, focussing on dramas and novellas by Hofmannsthal and Schnitzler which are based on the memoirs of the paradigmatic amorous adventurer Casanova. Like the ideology of war as an adventurous 'Erlebnis' the pre-war discourse on adventure is strongly influenced by contemporary philosophies of life. Precisely because of this common philosophical basis it can serve as a foil for highlighting the fundamental transformations which the concept of adventure underwent in the wake of the First World War.